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postgraduate thesis: Computational scientific inquiry with Omosa virtual world and knowledge forum at a Hong Kong school

TitleComputational scientific inquiry with Omosa virtual world and knowledge forum at a Hong Kong school
Authors
Issue Date2015
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Chng, S. P. E. [庄淑萍]. (2015). Computational scientific inquiry with Omosa virtual world and knowledge forum at a Hong Kong school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703870
AbstractGood teachers typically spend a great deal of time and effort to design interesting and engaging classroom activities in hopes of making a positive or deep impact on student learning. However, contemporary education reforms are redefining the knowledge, skills, and attitudes that 21st century students need to acquire in schools to prepare for facing challenges of the future and thriving in today’s complex fast-changing world. While teachers widely recognize the need to keep up with educational and even technological advances, they often struggle with designing and implementing new activities to develop various essential student competencies. Furthermore, as the emergence of the field of learning sciences has helped to unravel some important implications for better classroom practices and promoted the use of many inquiry-based pedagogical approaches, the present study sought to examine the ongoing rigorous research on science learning and teaching and employ an unique combination of specific learning technologies with innovative pedagogical ideas in an actual educational setting. Henceforth, a workshop for carrying out computational scientific inquiry learning activities at a Hong Kong school was planned, and the implementation of learning activities was supported with the use of online Omosa Virtual World and Knowledge Forum software as well as the key pedagogical principles of productive failure and knowledge building. The present study found the computational scientific inquiry activities beneficial for students in terms of motivation and learning outcomes. The results could also help resolve dilemmas that most modern-day teachers would face in relation to the instructional design and support for realizing authentic scientific inquiry learning experiences.
DegreeMaster of Education
SubjectScience - Study and teaching - China - Hong Kong - Computer-assisted instruction
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/223639

 

DC FieldValueLanguage
dc.contributor.authorChng, Shu Ping, Ethel-
dc.contributor.author庄淑萍-
dc.date.accessioned2016-03-03T23:16:56Z-
dc.date.available2016-03-03T23:16:56Z-
dc.date.issued2015-
dc.identifier.citationChng, S. P. E. [庄淑萍]. (2015). Computational scientific inquiry with Omosa virtual world and knowledge forum at a Hong Kong school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703870-
dc.identifier.urihttp://hdl.handle.net/10722/223639-
dc.description.abstractGood teachers typically spend a great deal of time and effort to design interesting and engaging classroom activities in hopes of making a positive or deep impact on student learning. However, contemporary education reforms are redefining the knowledge, skills, and attitudes that 21st century students need to acquire in schools to prepare for facing challenges of the future and thriving in today’s complex fast-changing world. While teachers widely recognize the need to keep up with educational and even technological advances, they often struggle with designing and implementing new activities to develop various essential student competencies. Furthermore, as the emergence of the field of learning sciences has helped to unravel some important implications for better classroom practices and promoted the use of many inquiry-based pedagogical approaches, the present study sought to examine the ongoing rigorous research on science learning and teaching and employ an unique combination of specific learning technologies with innovative pedagogical ideas in an actual educational setting. Henceforth, a workshop for carrying out computational scientific inquiry learning activities at a Hong Kong school was planned, and the implementation of learning activities was supported with the use of online Omosa Virtual World and Knowledge Forum software as well as the key pedagogical principles of productive failure and knowledge building. The present study found the computational scientific inquiry activities beneficial for students in terms of motivation and learning outcomes. The results could also help resolve dilemmas that most modern-day teachers would face in relation to the instructional design and support for realizing authentic scientific inquiry learning experiences.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshScience - Study and teaching - China - Hong Kong - Computer-assisted instruction-
dc.titleComputational scientific inquiry with Omosa virtual world and knowledge forum at a Hong Kong school-
dc.typePG_Thesis-
dc.identifier.hkulb5703870-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-

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